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Innovation and Accountability in Teacher Education pp 277–294Cite as

School-Based Work in Initial Teacher Education: Responding to Policy in Practice

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Abstract

Abstract Various constellations of school—university partnerships (SUPs) have long been part of the initial teacher education (ITE) landscape in Ireland. This situation is especially true in the context of ITE school-based work. While SUPs have been largely informal and unsystematic, recent policy changes have introduced structured roles and responsibilities for schools and for universities. This chapter explores schools’ and universities’ responses to these policy changes. Research from the field provides case studies, which explore some of the complex contestations around SUPs in addition to the structures, processes and relationships that facilitate and sustain effective collaborations for the institutions, the students and the teaching profession.

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Notes

  1. 1.

    In this chapter, Ireland should be understood as the Republic of Ireland unless otherwise stated.

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Authors and Affiliations

  1. Dublin City University Institute of Education, Dublin, Ireland

    Bernadette Ní Áingléis & Anne Looney

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  1. Bernadette Ní Áingléis
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  2. Anne Looney
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Correspondence to Bernadette Ní Áingléis .

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  1. Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, QLD, Australia

    Claire Wyatt-Smith

  2. Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, QLD, Australia

    Lenore Adie

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Ní Áingléis, B., Looney, A. (2018). School-Based Work in Initial Teacher Education: Responding to Policy in Practice. In: Wyatt-Smith, C., Adie, L. (eds) Innovation and Accountability in Teacher Education. Teacher Education, Learning Innovation and Accountability. Springer, Singapore. https://doi.org/10.1007/978-981-13-2026-2_17

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